Multi+Cultural

Topic
toc Multi-cultural/ Self Discovery/ Identification

Title
Introduction to Culture

Students will be able to define culture and all of its subparts. They will be able to apply readings to identify their role in our society and reflect on who they are. This will be done through various activities including connecting thematic artwork, to themes in literature and exploring the narritive form. They will also explore the narrative forms and techniques in multi cultural liturature.

Focus on Common Core Standards

 * RL.9-10.1.** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * RL.9-10.2.** Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 * RL.9-10.3.** Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
 * RL.9-10.4.** Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone)
 * RL.9-10.5.** Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
 * RL.9-10.6.** Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
 * W.9-10.1.** Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
 * Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
 * Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
 * Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
 * Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
 * Provide a concluding statement or section that follows from and supports the argument presented.
 * W.9-10.2.** Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
 * Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
 * Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
 * Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
 * Use precise language and domain-specific vocabulary to manage the complexity of the topic.
 * Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
 * Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
 * SL.9-10.1**. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
 * Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 * Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
 * Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
 * Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
 * SL.9-10.2**. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
 * SL.9-10.3.** Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
 * L.9-10.5.** Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
 * Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
 * Analyze nuances in the meaning of words with similar denotations.
 * L.9-10.6.** Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
 * RI.9-10.1.** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * RI.9-10.2.** Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 * RI.9-10.3**. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
 * RI.9-10.4.** Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
 * RI.9-10.5**. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
 * RI.9-10.6.** Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Suggested Student Objectives
SWBAT
 * define culture and all of its sub parts.
 * connect themes in artwork to themes in literature and develop inferences regarding these themes.
 * analyze how culture impacts personality.
 * apply related readings to indentify their place in the world.
 * develop a personal piece of writing that reflect who they are.
 * interpret texts and identify imagery.
 * explore narrative forms and techniques in multicultural literature.
 * create clear, original, specific thesis statements.

Suggested Additional Readings
__The Color of Water__ by James McBride __The Little Prince__ by Antoine de Saint-Exupery __The House on Mango Street__ by Sandra Cisneros
 * Novels:**

"Two Kinds" by Amy Tan "The Osage Tree" by William Stafford "The Gift of the Magi" by O Henry "The Beginning if Something" by Sue Ellen Bridgers "The Scarlet Ibis" by James Hurst "Woman With Flower" by Naomi Long Madgett "Powder" by Tobias Wolff "Fish Cheeks" by Amy Tan
 * Short Works:**

"Lineage" by Margaret Walker "The Courage My Mother Had" by Edna Vincent Millay "My Papa’s Waltz" by Theodre Roethke "Grape Sherbet" by Rita Dove "The Father’s Song" by Simon J Ortiz "Theme for English B" by Langston Hughes "The Road Not Taken" by Robert Frost "Oranges" by Gary Soto "Young" by Anne Sexton "Hanging Fire" by Audre Lorde "My Mother Pieced Quilts" by Teresa Acosta "A Pair of worn In, Beat Up Converse Sneakers, Size 7" by Joyce DeFilippo "Where I'm From" by George Ella Lyon
 * Poems:**

__American History__ by Judith Ortiz Cofer __The BassThe River and Sheila Mant__ by WD Wetherell __Only Daughter__ by Sandra Cisneros //On Writing the __House On Mango Street__// by Sandra Cisneros
 * Non fiction/ Informational Texts:**

//Mona Lisa// by Leonardo Davinci //Ophelia// by Alexandre Cabanel //Guernica// by Pablo Picasso //Seated Girl Holding a Book// by Gwen John //In the Province// by Charles Demuth //Little Girl Reading// by Simon Samsonian //Katie on a Sofa// by Fairfield Porter //Isabella and Lois// by Warren Brandt //Boy and Car// by David Park //Early Evening// by Ken Danby //Waverly Place// by Andrew F. Engel
 * Art and Media:**

//Don't Let Me Fall// by Vicki Randle
 * Songs:**

Resource Links
Interracial Marriages and Effects of Children (Annotated Bibliography, Legal Cases, General Information) Harlem 1900-1940 Civil Rights Movement Judaism (Culture/ Traditions)

Characterization: Indirect and Direct Imagery Symbolism Metaphor Point of View American Dream Antagonist Antihero Perspective Conflict Foreshadowing Theme
 * Terminology/ Literary Elements**

Assessments


Culture Quilt Novel based exams